Lesson
2
:
Learning Optimism from a Nonfiction Text
Grade
Grade 7
UNIT
1
•
Optimism
In Unit 1, Lesson 2, “Learning Optimism from a Nonfiction Text,” students will learn examples of optimism from a contemporary work of young adult nonfiction, Echoes of the Lost Boys of Sudan by Susan Clark, James Disco, and illustrated by Niki Singleton. Students will improve their reading comprehension skills by reading a nonfiction text. Additionally, students will develop their critical thinking skills by answering questions about the text and advance their academic dialogue skills by participating in a class discussion about the book.
SUGGESTED TIME:
- 1 class period to introduce the text; 1 class period to discuss the text; if desired, additional class periods can be devoted to in-class silent reading of the text
- The book for this lesson, Echoes of the Lost Boys of Sudan by Susan Clark, James Disco, and illustrated by Niki Singleton, is a work of graphic nonfiction.
- Suggested reading assignments, to be completed either in class or for homework are:
- Assignment 1: Chapter 1
- Assignment 2: Chapter 2
- Assignment 3: Chapter 3
- Assignment 4: Chapter 4 and Afterword
- Have students complete the worksheet questions as they read.
- Allow at least 50 minutes for in-class discussion of the book.
RELATED SUBJECT:
English Language Arts
LEARNING OUTCOMES:
- Read a nonfiction text and demonstrate an understanding of the central ideas
- Write answers to questions about the book, demonstrating an understanding of standard English sentence structure and grammar
- Engage effectively in collaborative discussions about the book
REQUIRED MATERIALS:
- Video: The Lost Boys, part one by CBS News (~12 min)
- Video: CBL Presents: Echoes of the Lost Boys of Sudan by Comic Book Literacy (~2 min)
- Book: Echoes of the Lost Boys of Sudan by Susan Clark, James Disco, and illustrated by Niki Singleton
- Prohuman Grade 7 Unit 1 Worksheet 2: Learning Optimism from a Nonfiction Text
ELA COMMON CORE STANDARDS MET
CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET
LESSON PROCEDURE
Step 1:
- Explain that this video explains the historical context of the Lost Boys of Sudan. Play the video: The Lost Boys, part one by CBS News (~12 min)
Step 2:
- Explain that we will be reading a work of graphic nonfiction: Echoes of the Lost Boys of Sudan by Susan Clark, James Disco, and illustrated by Niki Singleton.
- Ask students how many of them have read a graphic novel. Ask them how a work of graphic nonfiction is different than a graphic novel.
- Provide the definition of graphic nonfiction: a genre that combines visual art and written storytelling to convey factual narratives, presenting real-life events or concepts through a blend of illustrations and text.
- Explain that this video is an introduction to the book. Play the video: CBL Presents: Echoes of the Lost Boys of Sudan by Comic Book Literacy (~2 min)
Step 3:
- Have students read the book, Echoes of the Lost Boys of Sudan, written by Susan Clark and James Disco, and illustrated by Niki Singleton, either as a series of in-class reading assignments or for homework.
- The book is 130 pages, divided into four chapters and an afterword.
- Have students write the answers to the worksheet questions while reading the book.
- The suggested reading assignments are:
- Assignment 1: Chapter 1
- Assignment 2: Chapter 2
- Assignment 3: Chapter 3
- Assignment 4: Chapter 4 and Afterword
Step 4:
- Set aside an entire class period to discuss the book. Invite students to a whole-class discussion of the worksheet questions.
GRADE 7 UNIT 1 WORKSHEET 2: LEARNING OPTIMISM FROM A NONFICTION TEXT
QUESTIONS TO ANSWER WHILE READING THE BOOK Echoes of the Lost Boys of Sudan by Susan Clark, James Disco, and illustrated by Niki Singleton:
- This is a work of graphic nonfiction. How would you describe the style of illustrations and how do they contribute to the story?
- What do you think was the most powerful illustration in this book and why?
- Who are the four “Lost Boys” of Sudan whose stories are featured in this book? What are at least 2 similarities in their stories?
- Why do you think the authors chose to interweave their stories, going from one to the next? What are the benefits of this structure?
- What are the drawbacks of the structure going back and forth between the four boys’ stories?
- What are 2 similarities between the stories told in this book and the story of Salva Dut, as portrayed in A Long Walk to Water by Linda Sue Park?
- What are 2 differences between the stories told in this book and the story of Salva Dut, as portrayed in A Long Walk to Water by Linda Sue Park?
- What are 3 ways you see optimism being shown in this book?
- What did you learn about optimism from reading the boys’ stories?
- How can you show more optimism in your life?
Prohuman K-12 Curriculum © 2025 by Prohuman Foundation is licensed under CC BY-NC 4.0.
To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/
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